Investigação das relações entre aspectos declarativos e procedimentais de licenciandos de matemática no âmbito do Programa Residência Pedagógica /UFSM - RS

Abstract

The present research aims to investigate the relationships between declarative and procedural aspects of Mathematics undergraduates participating in the Programa Residência Pedagógica (PRP) at Universidade Federal de Santa Maria (UFSM), RS, and its implications in practice for initial teacher training before and after participating in workshops on Trends in Mathematics Education. The PRP is a program proposed by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, (CAPES) which aims to support Higher Education Institutions with new projects that enable different ways of stimulating, integrating, modifying theory and practice in face-to-face and distance teaching courses, integrating the University with the public networks of Basic Education. In this thesis, it is assumed that actions in initial training, such as workshops, enable dialogue between scientific knowledge and training courses with direct implications for teaching practice. This work is part of the field of initial teacher education and is based on the Theory of Education developed by Novak. In general terms, it is a research with a qualitative, exploratory approach, of the multiple case study type that used participant observation, open questions, elaboration of lesson plans through Gowin's V Diagram and conceptual maps (CM) as research instruments to analyze the activities developed over 18 months by three Mathematics undergraduates participating in the PRP/UFSM, inserted in the three schools covered by the program in the period between 2018 and 2019. In order to identify the relationships between declarative and procedural aspects in initial teacher education, the activities were analyzed according to Novak's five elements of Education (teacher, learner, subject matter, context, and evaluation), taken in this work as categories of analysis. The results show that the declarative aspects of the residents are not always reflected in the procedures, either due to difficulties in the context, due to the lack of interaction between students and the teacher, which makes it difficult to take actions that favor the teaching and learning of concepts. Furthermore, it was found that in only one of the interventions of the three residents, the assessment took place throughout the educational process, and the other interventions focused on conventional tests and tests. It is observed that the actions developed within the scope of the PRP/UFSM, allowed the resident undergraduates to reflect on teaching, the teaching and learning process supported by the diversity of methodologies presented in the workshops, whether for the planning of practical and evaluation activities, in theoretical studies and exchange of experiences.